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Use rights of a child (plain language version) to sort/classify into categories - eg. education, freedom, health, security.
Week 8: Structure of the government: local, state, federal - use digital resources at Parliamentary Education Office (PEO).
Week 9 & 10: Export & import with a focus on the local farming community farming.
Tie into the centenary celebrations. The year 6 focus is how farming has changed over the years due to governmental policies on tobacco etc and how this has affected the local community.
Some form of art using tobacco leaves and a display of produce.
Term 4
Week 1: Centenary celebrations
Week 2: Australian democracy:
Definition & history.
Look at the rights & responsibilities of citizens e.g. voting (tie into voting process for leadership positions in 2010). - use digital resources at Parliamentary Education Office (PEO). Take a vote - Democracy - Learning Federation animation about school leadership voting
Week 3: Political parties
Look at Australia in comparison to other countries in terms of human rights etc (there are some good websites for this that rate countries in terms of freedom of press etc). World Audit
Week 4: Campaign speeches for school leadership positions in 2010. Speeches (mime as practise). Use digital resources & rubrics for public speech writing:
View 'Question Time' on ABC (insert time). Use as listening activity/write written response?
Voting for school leaders using vote property on myclasses - Emma to speak with Christine Masters
Writing:
Biography
Persuasive formal speech - for leadership campaign
Interview (local farmer etc.)
Speaking:
Formal speech (leadership)
Interview
Role play
Listening:
Other ideas:
Piclits - inspired picture writing
(fun with words/revision of grammar- revision of similes etc) Click on 'Learn it' to see possible uses/applications - could be and I.T or lap top session? Wordle
Planning process
1. Important & enduring concepts:
o Democracy
o Voting process
o Citizenship – rights & responsibilities
2. Why do they matter?
o Democracy – freedom of speech, equal rights and opportunities
o So they understand the process for voting for school leadership positions
o Become good future citizens
3. Who cares about these topics?
o Everyone
4. Real life contexts:
o Interdisciplinary connections & other subjects incorporated:
~ SOSE
~ SEL
~ Art
~ Literacy
~ Maths
5. Blooms
o Knowledge: history, key figures, roles, responsibilities
o Comprehension: how does this affect us?
o Application: think about leadership in school & voting for leaders
o Analysis: look at different figures in history & compare Australia to other countries in terms of democracy
o Synthesis: creating speeches & campaigns
o Evaluation: what could have been done differently e.g. treatment of Aboriginal people and what do we to do as future citizens?
6. Authentic ways to engage in the project:
o Interviews using Skype (local ministers etc)
o Farm visits: interview with flip cams
o Campaign websites for leadership voting: myclasses pages
o Digital research e.g. http://www.worldaudit.org/democracy.htm
o Speech writing & campaigning
o Debates
o Timeline: digital
7. What will interest the students?
o Primarily: camp
o Voting & campaigning for leadership
o Farm visits
8. Learning dispositions:
o Responsible decision makers (SEL)
o Social Awareness (SEL)
o Investigators (SOSE)
o Communicators (SOSE)
o Reflectors (SOSE)
o Participators (SOSE)
Term 3
Intro idea: YouTube animation
Week 7: Rights of a child:
Week 8: Structure of the government: local, state, federal - use digital resources at Parliamentary Education Office (PEO).
Week 9 & 10: Export & import with a focus on the local farming community farming.
Term 4
Week 1: Centenary celebrations
Week 2: Australian democracy:
Week 3: Political parties
Week 4: Campaign speeches for school leadership positions in 2010. Speeches (mime as practise). Use digital resources & rubrics for public speech writing:
Week 5: Citizenship – our responsibilities and reflection on what we now know.
Other:
- Weekly electronic discussion on a specific democracy issue – assessed
- Homework weeks 2, 3 & 4 - QSA Unit: biographies of key figures
Scaffold Year 6 Persuasive Speech Training Booklet.doc
Australian Dictionary of BiographyWriting:
Speaking:
Listening:
Other ideas:
Piclits - inspired picture writing
(fun with words/revision of grammar- revision of similes etc) Click on 'Learn it' to see possible uses/applications - could be and I.T or lap top session?
Wordle
Planning process
1. Important & enduring concepts:
o Democracy
o Voting process
o Citizenship – rights & responsibilities
2. Why do they matter?
o Democracy – freedom of speech, equal rights and opportunities
o So they understand the process for voting for school leadership positions
o Become good future citizens
3. Who cares about these topics?
o Everyone
4. Real life contexts:
o Interdisciplinary connections & other subjects incorporated:
~ SOSE
~ SEL
~ Art
~ Literacy
~ Maths
5. Blooms
o Knowledge: history, key figures, roles, responsibilities
o Comprehension: how does this affect us?
o Application: think about leadership in school & voting for leaders
o Analysis: look at different figures in history & compare Australia to other countries in terms of democracy
o Synthesis: creating speeches & campaigns
o Evaluation: what could have been done differently e.g. treatment of Aboriginal people and what do we to do as future citizens?
6. Authentic ways to engage in the project:
o Interviews using Skype (local ministers etc)
o Farm visits: interview with flip cams
o Campaign websites for leadership voting: myclasses pages
o Digital research e.g. http://www.worldaudit.org/democracy.htm
o Speech writing & campaigning
o Debates
o Timeline: digital
7. What will interest the students?
o Primarily: camp
o Voting & campaigning for leadership
o Farm visits
8. Learning dispositions:
o Responsible decision makers (SEL)
o Social Awareness (SEL)
o Investigators (SOSE)
o Communicators (SOSE)
o Reflectors (SOSE)
o Participators (SOSE)